UNSATISFACTORY

DEVELOPING

ACCOMPLISHED

EXCEPTIONAL

A student asks, “Does this quiz count towards my grade?” (D)

The teacher forges ahead with a presentation without checking for understanding. (D)

The teacher says: “Good job, everyone.”  (D)

The teacher says “hold questions until the end.

The teacher never asks students to critique his/her performance or give feedback on how the lesson went.

The teacher, after receiving a correct response from one student, continues without ascertaining whether all students understand the concept. (D)

Teacher tells students,” Show me with your thumb how you are feeling about the content of this lesson…up, sideways or down.”

The teacher says, “Now that you have self-assessed what you know about electricity, she elicits a few  student responses to   help in her planning.  (D)

The teacher uses a specifically formulated question to elicit evidence of student understanding. (D)

The teacher uses voting technologies to have students respond to review questions.  (M)

The PE teacher asks students to review their recent fitness assessment scores to choose   their new personal fitness goals. (M)

After asking students to show him how they are feeling about the content of the lesson…(up, sideways or down) , the teacher says, if you’re   still a bit confused come to my table and we’ll go over it again.

Midway through a lesson, the teacher asks students to respond to a reflection question and has   them share their thoughts with the class. (D)

Students fill out a self-evaluation for a learning contract describing whether they met their objectives and evidence supporting that conclusion. (D)

Teacher uses “2+2 Feedback” on an exit ticket by asking students to write 2 compliments and 2 suggestions about her polynomials. (D)

While students are working, the teacher circulates, providing substantive feedback to individual students. (D)

The teacher uses exit tickets to elicit evidence of individual student understanding. (D)

Students evaluate a piece of their writing against the writing rubric and confer with the teacher about how it can be improved. (D)

Teacher tells students to have a peer edit their paper before turning it in for grading. (M)

Teacher confers with student at the completion of the project to get student feedback.

When studying how rules and regulations are established, the teacher asks students to choose a goal of investigating a set of rules   relevant to them. (how baseball rules evolved, how they chose to keep score in tennis, etc. (M)

Teacher uses “feedback from the “2+2 Feedback” exit ticket to revisit her introduction of   polynomials. (D)

The teacher asks for feedback at the end of an exam and reviews it before writing the next test.